Assessment Task 1.

Appendix 1.

Operation Plan.

Operational Department Progress

Goals Goals
Goals Focus KPI Reason/Barri Departme Delivera KPI Du 1 2 3 4 5 6
ers nt ble e
Improve Reduc Departme Waiting Roadside Automati Revenu - 10% 35 5% 10 30 10
profitabili e Cost ntal Cost times are Service c tools e per % % % %
ty by too long. Hour
20%by Customer
30june issues are
201X not being
resolved.
Sales Marketin Action - 6% 34 23 5% 38 9%
g to take % % %
Strategie
s
Call Operatio Gross - 10% 30 10 5% 35 20
Center nal Items Revenu % % % %
e
Increa Annual Sales Roadside Annually Labor - 9% 14 53 25 8% 6%
se Sales techniques Service sales cost % % %
Sales are poor. 60% per
Leads are increase. employ
not followed ee
up.
Sales Sale Gross - 9% 34 20 15 38 27
Techniqu Profit % % % % % %
es
Call Leads Net - 6% 14 21 15 39 19
Center follow up Income % % % % %
 Appendix 2.

Performance Management Plan.

Name/Positio Manager Review

n Period
Reference from Key Result Indicator of By When Status Report
Operation Plan Area success/Performa
nce
Quality Check Customer Management - Active
Satisfaction Contribution
Optimum Product Labors efforts - On Process
Resource Management
Utilization
Process Operational Successfully - Complete
Improvement Cost Control accomplished
Manager’s Signature
Comments Date
Staff member’s Signature
comments Date
 Appendix 3.

Coaching Session – Coach’s Reflection Sheet

Coach’s Name Signature

Assessor’s Name Signature
Assessment Site
Coaching Date/s Time/s
Employee’s Name Signature

Answer 1:

As a coach, you help athletes improve their performance through repeated

evaluation. They rely on your skill, training, experience, and observation to unlock
hidden potential and achieve new goals. You are their strongest evaluation tool and
it’s your responsibility to provide the most accurate, relevant feedback possible.
Whether you are a seasoned coach or a first-year one, your evaluation process is
based on personal experiences, knowledge, and observational skills. The diverse
perspectives reveal different performance aspects, and successful coaches combine
multiple perspectives through training and education to form comprehensive
analytical skills. They know that their process, like other evaluation tools such as
microscopes and binoculars, occasionally needs an adjustment to maintain and
improve clarity.

Answer 2:

 Enthusiasm.
 Trustworthiness.
 Creativity.
 Discipline.
 Patience.
 Respectfulness.
 Determination.
 Dedication.

Answer 3:

 Time Management
  Organization
 Interpersonal Communication
 Customer Service
 Cooperation
 Conflict Resolution
 Listening
 Learning New Skills
 Goal Setting
 Focus & Engagement
 Written Communication

Answer 4:

 Ask good questions.

 Take a positive approach.
 Listen and empower.
 Know how to guide conversations.
 Commit to continuous learning.
 Coach in the moment.

Answer 5:

 Three people-side ROI factors - faster speed of adoption, higher ultimate

utilization and higher proficiency; change management drives project ROI.
 Cost avoidance - poorly managing change is costly to the project and the
organization; change management is a cost avoidance tactic.
 Risk mitigation - individuals, the project and the organization are all put at
risk when change is poorly managed; change management is a tool to
mitigate risks.
 Benefits realization insurance - consider how much of the value of the project
ultimately depends on people doing their jobs differently; change
management provides benefits realization insurance.
 Probability of meeting objectives - data shows that projects with effective
change management in place are more likely to meet objectives, stay on
schedule and stay on budget; change management increases the probability
of meeting objectives.

Answer 6:

 An Understanding of Budget and Financials

 Delegation
 Prioritization
 Basic Technology
 Communication
 Emotional Intelligence
 Project Management
  In-the-Trenches Experience
 Backbone

Appendix 4.

Performance Development Plan.

Name/Positio Manager Review

n Period
Skill to be How skills are Priority (H, M,L) By When ? Skills Gained
developed to be (Y/N)
developed
Active Listening Negotiation High - Yes
Skills
Analytical. Project Medium - Yes
Management
Skills

Adaptability. Strategic Skills High - Yes

Articulating Communication Low - Yes
Clearly. and
Collaboration
Skills
Assertiveness Business High - Yes
Attention to Intelligence
Detail.

Manager’s Signature -
Comments Date
 Appendix 5.
Performance Appraisal Meeting Notes

CONDUCTING A PERFORMANCE APPRAISAL MEETING

Applying a consistent approach across the company when delivering performance
feedback will help to avoid bias and/or human error within the management team
when dealing with performance and ensure that the process is fair and effective. A
consistent approach also lends itself to the fair and equitable treatment of all
employees and ensures that all employees equally receive recognition for a job well
done, and constructive feedback in areas that can be improved.
Throughout this process, a good practice is to relate performance objectives to
company goals. Think about:
• What is the company’s mission?
• What are the goals of the company?
• How does each job contribute to company goals?
• Why is each job within the company important?
Managers need to understand the answers to these questions adequately in order
for them to be able to explain it to their employees. Taking key words from your
mission statement and using them in your discussions with employees will help
them to understand the importance of their job and how it connects to the overall
success of the company.
Following the steps outlined below will provide you with an effective process for
carrying out a Performance Appraisal Meeting.
Step 1 – Prepare: Ensure that you have the current performance appraisal, which
you have recently written, as well as all documentation regarding the employee’s
performance since their last appraisal. This should include information on their
achievements, quotas, absences, written warnings, awards/bonuses and copies of
their previous performance appraisals. Before you have a discussion with the
employee, put your thoughts about the employee on paper.
Step 2 – Select Meeting Time and Location: Set aside appropriate time in your
schedule to meet with the employee – you do not want the meeting to be rushed or
interrupted. Performance Appraisal meeting should last between 30 and 90
minutes. Schedule adequate time (at least 30 minutes) between performance
appraisal meetings in case they run overtime. This extra time will ensure that
meetings are not rushed, and all material is discussed. It is better to schedule
fewer performance appraisal meetings in one day as to avoid a “rapid fire” feeling.
Step 3 – The Meeting: Put the employee at ease. Begin the meeting with positive
general friendly conversation / small talk. Describe the purpose of the meeting. For
example,
Good Morning, Employee’s Name, how was your weekend?
Thank you so much for meeting with me today. As you know, the purpose of this
meeting is to discuss your performance appraisal. What I’d like to do is to review
your progress and achievements, examine opportunities to further enhance your
skills, and go over any questions or concerns that you might have. Let’s get
started!
Unless the employee is receiving a very negative performance appraisal, try to
begin on a positive note with an acknowledgement of a contribution or effort and
wherever possible, relate it to company objectives. For example:
I was particularly impressed with your work on the Colburn Project – you did an
excellent job. The client noticed the extra effort that you put in and really
appreciated your efficiency in meeting every timeline and deadline that was set. He
informed me that he was 100% satisfied and even spoke about working with us
again on a similar project in the future. You’ve successfully created a “happy,
returning, and referring customer” – one of our company goals!

When starting to review the ‘meat’ of the performance appraisal, it is good to begin
with a summary of the strengths that the employee has demonstrated and the
areas that require strengthening.
Next, you will want to review and discuss each area of the performance appraisal.
Depending on the method used by your organization, this may focus on tasks and
responsibilities as outlined in the employee’s job description, specific competencies
or objectives identified through previous performance reviews. Do not focus on the
ratings themselves, but on the performance and behaviors. Remember to use
examples when discussing each area to better illustrate your comments and to help
ensure the employee understands how they can improve performance or continue
to do things that are viewed as very positive.
Remember, the performance appraisal meeting is not the time to bring up serious
issues for the first time – they should be addressed through regular communication
with employees. A good approach to follow is that there should be no surprises for
the employee in this meeting.
When discussing ways in which the employee can improve his or her performance,
focus on behaviors and avoid offensive or personal comments. For example, if an
employee does not know how to use all the equipment that they are supposed to
use, you’ll want to address this issue. Remember, the point of this discussion is to
get to the root of any problems, identify solutions and create an environment for the
employee to succeed and excel. Give the employee a chance to raise any issues
themselves.
Step 4 – Documentation
Once the meeting has been completed, document all key points that were gone
over including employee questions, input, the date of the meeting, etc. Make a
note of any further effort required for the training/development of the employee.
Ensure that the employee adds any comments they wish to the performance
appraisal document, signs and returns it. Keep a copy for you to refer to in your
regular communications with the employee and place the original in the employee
file.

Assessment Task 2.
Answer 1.
 Percentage of Calls Blocked

 Average Time in Queue

 Average Abandonment Rate

 Service Level

 Average Speed of Answer

 Average Handle Time

 Average After Call Work Time

 First Call Resolution

 Customer Satisfaction

 Occupancy Rate

 Agent Absenteeism

 Agent Turnover Rate

 Answer 2.
 Profit: This goes without saying, but it is still important to note, as this is one
of the most important performance indicators out there. Don’t forget to
analyze both gross and net profit margin to better understand how successful
your organization is at generating a high return.
 LOB Revenue Vs. Target: This is a comparison between your actual revenue
and your projected revenue. Charting and analyzing the discrepancies
between these two numbers will help you identify how your department is
performing.
 Cost of Goods Sold: By tallying all production costs for the product your
company is selling, you can get a better idea of both what your product
markup should look like and your actual profit margin. This information is key
in determining how to outsell your competition.

Answer 3.
A Performance Management System (PMS) is a systematic process through which an
organization can gauge its employees’ performance. Common Elements of an
effective performance management system are:
 Plan: Individual and team objectives should be communicated to employees
in a clear and concise manner. These objectives should be based on “SMART”
(Specific, Measurable, Attainable, Relevant, Time bound) criteria, and should
be developed by both managers and their team members. Objectives must
reflect the company’s mission, vision and values, keeping in mind
organizational goals, the methods to be utilized to achieve them and
corresponding deadlines.

 Do: Monitor results regularly and consistently by keeping a close eye on

employee productivity. Various tools such as critical incident logs can be
used to collate accurate information. Make necessary adjustments in
performance and behavior to achieve the results you want. If you are not
getting the desired results, ‘coach’ your employees by asking them to probe
questions, listening to their issues and motivating and guiding them.

 Appraise Performance: At the end of the year, conduct performance

appraisals, which fulfill two major goals. Firstly, they help identify possible
adjustments in subsequent strategies and SMART objectives. Secondly,
performance appraisals help develops individual development plans for
employees regarding their future salaries, positions and career paths.
Remember, performance appraisals cannot be accurate unless the first two
steps (“Plan and Do”) are executed meticulously and methodically.
 Answer 4.

Goal #1: Develop people

It seems obvious that the development of employees should be a key outcome of
any performance solution. After all, isn’t that what performance reviews and career
discussions are all about? Well, yes, they should be. But as we discussed earlier, this
objective is often the one that loses out. And things get especially muddled when
we get hung up on our rewards and ratings processes. As they say, the road to hell
is paved with good intentions.

Goal #2: Reward Equitably

First, let’s be clear on what the word really means. ‘Equitable’ is defined by the
Oxford Dictionary as ‘fair and impartial.’ It’s important to note that ‘equally’ and
‘equitably’ are not the same thing. For example, let’s say you worked for three
weeks writing a strategy for a new business unit, and your peer had proofread it and
tuned it up for you over the past few days. I’d sure hope you’d want your peer to
receive some recognition for her support, but I doubt you’d be happy if her reward
and recognition was equal to yours. Instead, you’d want the recognition to be
equitable, meaning each of you would get as much credit as you’d deserve.

Goal #3: Drive Organizational Performance

There’s been plenty of research that has demonstrated the correlation between an
employee’s connectedness to the mission and vision of his or her company and the
measurable performance of that organization. We now understand how important it
is to assure that teams and individuals are fully aligned to the goals of the company.
I’m talking about individuals and teams feeling an emotional connection to the
purpose of the organization. That means they understand the vision, they believe in
it, they want to be a part of it, and they see how their work and roles contribute to
the broader goal. Remember, however, that this connection also must translate into
a framework that helps each employee make good decisions and focus on the right
work, day in and day out.

Answer 5.
 Management Involvement. It starts here. Managers are responsible for setting
performance expectations, providing feedback and coaching, and recognizing
excellent work. That doesn’t happen on the sidelines. Managers need to buy
into and be an active part of the performance management process.
 Goal Setting. High performing individuals and teams have that drives their
performance. And company cultures that place an emphasis on goals align
employee performance with that BHAG. The connection creates engagement
because employees see how their work helps the company.
 Learning and Development. Once goals are set, employees need to have the
knowledge and skills to do the work. Companies that want high performance
 need to make investments in employee learning and development. It will
allow employees to accomplish their goals – both now and in the future.
 Feedback and Coaching. Employees want to know how they are performing.
Because they want to do a good job. Managers should regularly tell
employees about their performance – what’s good, what could be improved,
and even more importantly, how to evaluate their own work. When
employees can evaluate their own performance well, they can set their own
goals and begin to become self-learners.

Answer 6.
Put the policies in writing and publicize them
To be effective, policies need to be publicized and provided to all existing and new
employees. This includes casual, part-time and full-time employees and those on
maternity leave or career breaks. Policies should be written in plain English and
easily understood by all employees. Consider translating the policies into the
appropriate languages for employees whose first language is not English. Ensure all
staff understand what the policies mean. Explain how to comply with the policies
and the implications of not complying.

Training and regular referral

The policies may be explained to staff through information and/or training sessions,
at staff meetings and during induction sessions for new staff. They should also be
reiterated and discussed with staff regularly at staff meetings to ensure they remain
relevant. Copies of policies should be easily accessible. Copies may be kept in
folders in a central location or staff areas, in staff manuals and available on the
organization’s intranet system.

Answer 7.
Award
In simple terms, awards set the minimum standards that an employer in your
industry is allowed to pay for your kind of work. More technically, it's a legal ruling
which grants all employees in one industry or employer the same conditions of
employment and wages. Awards are designed to protect employees' wages and
conditions.
Australian Workplace Agreement
An Australian workplace agreement (AWA) was a type of formalized individual
agreement negotiated between an employer and employee in Australia that existed
from 1996-2009. Employers could offer a "take it or leave it" AWA as a condition of
employment. They were registered by the Employment Advocate and did not
require a dispute resolution procedure. These agreements operated only at the
federal level. AWAs were individual written agreements on terms and conditions of
employment between an employer and employee in Australia, under the Workplace
Relations Act 1996. An AWA could override employment conditions in state or
territory laws except those relating to occupational health and safety, workers'
compensation, or training arrangements. An AWA was required to meet only the
most minimal Australian Fair Pay and Conditions Standard. Agreements were not
required to include effective dispute resolution procedures and could not include
prohibited content. Agreements were for a maximum of five years; approved,
promoted and registered by the Workplace Authority; operated to the exclusion of
any award; and prohibited industrial action regarding details in the agreement for
the life of the agreement. The introduction of AWAs was a very controversial
industrial relations issue in Australia.

Answer 8.
The GROW coaching model is a tried and tested coaching model to structure
coaching sessions. The power of the GROW coaching model is that it leads to a
clearly defined end result through four phases. The coaches is personally active in
identifying problems and generating ideas for solutions. The means that anything
that comes out of the coaching session has a lot of chance to stick.
The GROW coaching model stands for learning through experience: reflection,
insight, making choices and pursuing them. The success of a coaching trajectory
with the GROW coaching model also depends on the time and energy invested into
the process by the client.
As a leader, one of your most important roles is to coach your people to do their
best. By doing this, you'll help them make better decisions, solve problems that are
holding them back, learn new skills, and otherwise progress their careers. Some
people are fortunate enough to get formal training in coaching. However, many
people have to develop this important skill themselves. This may sound daunting
but, if your arm yourself with some proven techniques, practice, and trust your
instincts, you can become a great coach.

GROW stands for

 Goal.
 Current Reality.
  Options (or Obstacles).
 Will (or Way Forward).

The model was originally developed in the 1980s by business coaches Graham
Alexander, Alan Fine, and Sir John Whitmore.

A good way of thinking about the GROW Model is to think about how you'd plan a
journey. First, you decide where you are going (the goal) and establish where you
currently are (your current reality). You then explore various routes (the options) to
your destination. In the final step, establishing the will, you ensure that you're
committed to making the journey, and are prepared for the obstacles that you could
meet on the way.

Answer 9.
Create safety. If you don't have the kind of buddy relationship with a colleague or
employee that allows you to say virtually anything to each other, then I suggest you
add civility and safety into your feedback approach. Don't be mean-spirited. Your
feedback usually won't be productive if it's focused on making the other person feel
bad or make them look foolish in front of peers. Instead, create opportunities to
build confidence and skills. This is especially effective when people are expecting to
be graded. Confined situations in which people know they are being evaluated are
good for giving feedback while learning skills.
Be positive. Give at least as much positive feedback as you do negative. Positive
feedback stimulates the reward centers in the brain, leaving the recipient open to
taking new direction. Meanwhile, negative feedback indicates that an adjustment
needs to be made and the threat response turns on and defensiveness sets in. You
don't need to avoid negative, or corrective, feedback altogether. Just make sure you
follow it up with a suggested solution or outcome.
Be specific. People generally respond better to specific, positive direction. Avoid
saying things like, "You need to be more talkative in meetings." It's too ambiguous
and can be interpreted in a lot of personal ways. Say something specific and
positive pointed at the task you want accomplished, such as, "You're smart. I want
to hear at least one opinion from you in every meeting we're in together going
forward."
Be immediate. The adult brain learns best by being caught in action. If you wait
three months to tell someone that his or her performance is average, he or she
usually can't grasp the changes needed in order to change direction. It's far too
ambiguous and relies on memory, which can be faulty. Productive feedback requires
giving it frequently. That way, performance reviews are just another collegial
discussion.
 Answer 10.
State the constructive purpose of your feedback
State your purpose briefly by indicating what you'd like to cover and why it's
important. If you are
initiating feedback, this focus keeps the other person from having to guess what
you want to talk
about. If the other person has requested feedback, a focusing statement will make
sure that you
direct your feedback toward what the person needs.

Describe specifically what you have observed

Have a certain event or action in mind and be able to say when and where it
happened, who was
involved, and what the results were. Stick to what you personally observed and
don't try to speak
for others. Avoid talking vaguely about what the person "always" or "usually" does.

Describe your reactions

Explain the consequences of the other person's behavior and how you feel about it.
Give
examples of how you and others are affected. When you describe your reactions or
the
consequences of the observed behaviors, the other person can better appreciate
the impact their
actions are having on others and on the organization or team as a whole.

Give the other person an opportunity to respond

Remain silent and meet the other persons eye, indicating that you are waiting for
answer. If the
person hesitates to respond, ask an open-ended question.

Offer specific suggestions

Whenever possible make your suggestions helpful by including practical, feasible
examples.
Offering suggestions shows that you have thought past your evaluations and moved
to how to
improve the situation. Even if people are working up to expected standards, they
often benefit
from ideas that could help them to perform better.
If your feedback was offered supportively or neutrally, in the "for your information"
mode, or
depending on the situation's circumstances, suggestions may not be appropriate.
Use your
common sense and offer an idea if you think the other person will find it useful.
Don't drum up a
suggestion for improvement just for the sake of it.

Summarize and express your support

Review the major points you discussed. Summarize the Action items, not the
negative points of
the other person's behavior. If you have given neutral feedback, emphasize the
main points you
have wanted to convey. For corrective feedback, stress the main things you've
discussed that the
person could do differently. End on a positive note by communicating confidence in
the person's
ability to improve the situation.

Answer 11.
1. Your personal responsibilities
 Operate the organization according to its rules
 Act honestly, responsibly and carefully
 Look after key issues
 Ensure that you are protected against personal liability
2. Health and safety
 Identify potential health and safety hazards
 You can usually identify most risks by inspecting your premises yourself
 Think about the health and safety risks of all your organization’s activities
 Take into account the different types of people who might be at risk
 Take reasonable steps to eliminate risks or at least reduce them to an
acceptable level
 Keep records and review your assessment regularly
 Check for any specific regulations applying to your organization and activities
 Get advice if necessary
3. Your activities
 Minimize your impact on the environment
 Check what regulations apply to your particular activities
 Ensure that you do not discriminate in the way you provide services
 Do not trade unfairly
 Comply with regulations relating to particular kinds of fundraising
 Understand your responsibilities for the actions of employees and volunteers
4. Employees
 Respect employees' rights
  Employment disputes can be time-consuming and costly
 Comply with other employment law
 Use PAYE to pay employees
 Do not discriminate
5. Other legal issues
 Comply with laws on accounting records, filing accounts and reports and
paying taxes
 Handle personal information carefully
 Get the right insurance for the organization and its assets and activities
6. Getting help
 Look for information and help from bodies that support community
organizations
 Ask your local authority for advice
 Check with trade associations and regulatory bodies for your particular
activities
 If necessary, get professional advice

Answer 12.
Part 1:
Remember You’re the Boss, Not the Friend
I know this sounds harsh—and believe me, it’s probably the hardest part of dealing
with an employee in crisis. But, if you blur the line between manager and friend,
you could find yourself in a much more difficult situation down the road.
Establish a Timeline and Backups
In my experience, most people dealing with a crisis just need a little time to regroup
without the stress of work hanging over their heads. So, if it’s at all possible to give
your employee that time off—do.
Check In
This is a subtle, yet powerful gesture that will go miles in making your employee
feel supported and comfortable at work. I know this from my own personal
experience. My house was robbed a few weeks ago, and after the initial shock had
worn off, my boss still checked in on me every few days to see how I was holding up

Part 2:
  Lead yourself
 Lead a team
 Lead a department
 Lead an organization

Answer 13.
Investigate
When an employee is performing below expectations, gathering objective evidence
that explains your concerns (namely, that the employee’s performance is below
acceptable levels and therefore must improve) is relatively straightforward. If, for
instance, a salesperson is underperforming, you’ll need to prove that targets were
set, that they were communicated to the employee, and that performance has
fallen short of the mark.
Notice
Notify the employee that there will be a meeting, during which their performance
and/or conduct will be discussed. It is also wise for you to inform them that you will
have a witness present. Under current laws in Australia, you must not unreasonably
refuse the employee’s request for a support person to attend a disciplinary meeting.
In a serious case, notify the employee of the meeting in writing. Documenting each
step of the process dramatically mitigates risk.
Allegations
At the meeting you should explain your allegations of poor performance and/or
conduct including the supporting evidence you have gathered. To be fair to the
employee and to help them learn and grow from the experience, make your
allegation as specific as possible. The STAR approach is as helpful here as it is in
recruitment interviews or performance feedback sessions:
 The Situation or Task
 The Actions they took (the bulk of the example)
 The Result or outcome of the situation and their actions
 Here’s an example of this kind of approach to a serious performance issue:
Response
After you have provided details of the allegation, you must allow the employee an
opportunity to present their side of the story. No matter how convinced you are, it is
important that you listen to and document the employee’s response. If there are
multiple allegations, go through them one at a time, explaining the allegation and
allowing the employee to respond to each of them in turn. Ensure you document
their responses.
Consider
You must genuinely consider the employee’s response to each allegation before
deciding on a course of action. You should also consider any other relevant
information you have gathered in the process, including policies, witnesses,
procedures, position descriptions, legislation, and employment contracts. It’s at this
point that you might want to talk to your HR consultant or solicitor about your
available options.
Outcome
Notify the employee of the outcome of the disciplinary process. This should also be
documented and copied to the employee’s file. The outcome will probably fit into
one of the following:
 No action (allegation unfounded or unproven)
 Counselling session
 Further training
 Performance improvement plan
 Written warning
 Demotion
 Dismissal
Monitor
Discipline can quickly become toothless or ineffective if you don’t follow up
disciplinary action with monitoring. Schedule a follow-up meeting approximately one
month after the disciplinary meeting (timeframes will change depending on the
specifics of the situation). Monitor the employee’s progress between the two
meetings and, during the follow-up meeting, discuss and assess their performance
and conduct against expectations.

Assessment Task 3.
Performance reviews are valuable for both employer and employee. Feedback can
range from praise to guidance, allowing both the employee and the employer a
chance to discuss what's working and what's not. However, giving a review is more
complicated than just saying "nice job" or "needs improvement." Sometimes, there
are issues that need to be addressed and explored in more depth. If you want to
inspire your employees to keep up with their work or do better, you'll need to dive
deeper than the traditional review process. Here's how.
Provide regular, informal feedback
While performance reviews are typically scheduled to happen once or twice a year,
feedback should not be limited to that short period of time. You should offering
consistent assessments throughout the year so there aren't any surprises. "Don't
catch your people off guard in a performance review," said Erika Rasure, assistant
professor of Business and Financial Services at Maryville University. "This should not
be the first time that they are hearing from you that they are not performing as
expected. Be clear in writing [and] sending calendar invites and setting
expectations and the tone for the meetings."
Additionally, you might adapt your strategy to only address issues or employees
who aren't performing as well as others. You don't want to neglect workers just
because they don't need as much guidance. In fact, if you don't express your
gratitude, they might lose passion or motivation. "Highly valuable employees who
do their job, and do it well are often not the priority of concern in performance
review cycles, resulting in missed opportunities to communicate how much the
organization values the drive and the results of the top performers," said Rasure.
"An unexpected 'keep up the great work' email, a quick phone call or text sends a
consistent signal to your employee that you are paying attention and value what
they do."
Be honest
No worker is perfect, and there will always be room for improvement. Decide what is
worth addressing and don't hesitate in doing so. If there is an issue that you know is
affecting you and your team, you shouldn't avoid it. Tip-toeing around the subject
will not get you anywhere. James R. Bailey, professor of leadership at the George
Washington University School of Business, said to be truthfully (but not brutally)
honest with workers. Deliver feedback in a way that you would want to receive it if
you were the employee. The discussion is crucial and unavoidable, so choose an
appropriate approach and stick with it.
"If someone is a poor performer and you don't squarely address it, know that
everyone else in the office knows that the person is a poor performer, and
[employees] will brand you as weak or cowardly for not addressing the situation,"
Bailey said.
Do it face-to-face
The written review should be a brief but direct overview of discussion points,
making for a more nuanced face-to-face conversation. Schedule a meeting in a
coffee shop or out-of-office location to provide a comfortable atmosphere. Or if
you're reviewing remote workers, schedule a video chat so you're still having a live
conversation. This approach leaves room for discussion and feedback on their end
and prevents any miscommunications.
"The only way to deliver performance reviews is face-to-face, with ample time to
present and process, listen and respond," said Bailey. "It's just too important to
relegate to email or telephone. Doing so would send a signal that you didn't care
enough about the subject to even take the time to meet." After outlining any
shortcomings or mistakes, take the time to discuss resolutions to those problems,
and push employees to comment on the issues you raised.
End on a positive note
Don't leave the review without mutual understanding and respect, and don't let any
employee feel like they're in the dark going forward. "Use the review process as an
opportunity to set attainable goals specific to addressing the expectations the
employee isn't meeting but which also makes the employee feel like they have a
clear, reasonable plan of action that can get them back on track," said Rasure.
Encouraging your employees and expressing your appreciation gives an added
boost to a primarily good review, or it lifts your employee's spirits after a somewhat
negative evaluation. Positive reinforcement can go a long way in giving workers the
confidence and drive they need to perform even better.
Choose your words with care
Pay close attention to how you phrase your evaluations. Here are five words and
expressions that will help you effectively highlight an employee's contributions,
based on James E. Neal's book, "Effective Phrases for Performance Appraisals"
 Achievement: Incorporate this into a phrase, such as "achieves optimal levels
of performance with/for ... "
 Communication skills: Phrases like "effectively communicates expectations,"
or "excels in facilitating group discussions" go a long way with an employee.
 Creativity: Appreciating employees' creative side can make for happier, more
motivated staff. In a performance review, try "seeks creative alternatives,"
followed by specific examples and results.
 Improvement: Employees like hearing that they are improving, and that it's
being noticed. "Continues to grow and improve," and "is continuously
planning for improvement" are two constructive phrases to use in a
performance review.
 Management ability: Having leadership skills and the ability to manage others
is key for employee success. Incorporating phrases such as "provides support
during periods of organizational change" can carry a lot of weight with your
employee.